Jon Aleckson Doctoral Candidate in Educational Leadership and Policy Analysis University of Wisconsin, Madison CEO, Web Courseworks Table of Contents 1. Introduction 2. Assembling the Team 3. Productive Brainstorming 4. Managing Time, Cost, and Quality 5. Programming Efficiently 6. Evaluation and Review 7. References 8. Biographical Sketch Introduction The popularity of video games and the ability of Flash to mimic video game functionality have driven the topic of online learning games to the forefront of online learning. Adobe Flash designers and programmers are able to utilize video game design techniques as an important means of reaching a higher level of interactive learning, and can teach and assess learners in ways that improve learning outcomes. Both academic and workplace developers are devoting much attention to replicating the lure and effectiveness of video games. This interest in Flash-based educational gaming has resulted in the development of a continuum of Flash game types: from arcade-trivia games to immersive learning simulations. However, successful use of gaming strategies in education is often misunderstood, inadequately implemented, or perceived as too expensive or too difficult to undertake. Games are often poorly developed and misused. When proper management and design processes are followed, appropriate Flash games can be developed without exceeding budget or schedule, and with full sponsor support. To do this, a qualified development team must be assembled. The team must collaboratively seek to apply new principles of design while keeping time, cost and quality within limits. The team should utilize efficient programming techniques, and make use of evaluation methodology for continuous improvement. As a result, the dream inherent in the game has a greater chance of being created and implemented. ^^ Back to Top ^^ Assembling the Team Successful development of quality game-based learning components requires a diverse team of highly skilled professionals: an instructional designer, an artistic illustrator, an ActionScript Flash programmer, and a project manager. Instructional Designer The instructional designer should have a Curriculum and Instruction Education Technology Master's degree or an equivalent degree in a related writing field such as English. She should exhibit superior mastery of English grammar, punctuation, and style, and she should also demonstrate a unique ability to write concepts that are interactive. The instructional designer should have substantial visual thinking ability, and have an instinct for user experience. Additionally, any such team member should be able to identify learning objectives that can be measured through assessment (hopefully assessment accomplished with interactivity). Graphic Illustrator Quality graphic artistry is often in the eye of the beholder. However, there is a discernible standard. The illustrator must demonstrate an ability to create virtual scenes and avatars of the quality seen in popular recreational video games and on national television. She must also be proficient with a vector art program like Adobe Illustrator. If the illustrator can draw and animate within Adobe Flash, this increases the efficiency of the team. When interviewing candidates, ask whether the artist's portfolio and experience measure up to today's Shockwave online games and commercial video games. ActionScript Flash Programmer Graphic artists often double as the Flash programmers on a development team. This can be an impediment to success, especially if the artist lacks familiarity with object-oriented programming. It is preferable to have an individual on the team who is a computer programmer by training—and hopefully a video-gamer. This programmer must have the Java programming (not JavaScript) and Flash ActionScript skill sets. Project Manager The project manager must be able to break down tasks, budget, and schedule. The classic time/cost/scope triple constraint (see Figure 1) applies in all development projects. In order to invest in educational online game components, sponsors must see that project management acumen is being utilized. Though a certified PMP (Project Management Professional) is not necessary, this manager's duties will involve documenting project requirements in a charter or statement of work, preparing a project plan, utilizing a systematic development process, identifying risks, and creating a project plan that takes into consideration all stakeholders and contains a final evaluation plan to ensure continuous improvement. When forming the team, include at least one team member who is a polymath, an individual with a high level of knowledge in multiple disciplines. The polymath is the ultimate team member. Once the team is assembled, the first task is to agree on a game design. Incorporating video game design techniques will enhance instructional effectiveness. ^^ Back to Top ^^ Productive Brainstorming To begin the development process, bring all team members together to brainstorm. Agree on the learning objectives and the necessary elements of the game. Provide adequate time before the brainstorming session to allow team members to search the Internet for examples of successful games of similar type and style. Bring the established learning objectives to bear on these examples. Assist team members in benchmarking by distributing a list of game elements and activity types. One example is Gee's 36 Learning Principles, a list of types of game-based learning activities. In his book, What Video Games have to Teach us about Learning and Literacy, Gee provides a foundation from which to explore successful educational techniques used by video game designers. Video games must use contexts that ensure that the game player understands how to play. A serious online game should have a combination of simulated context, challenge, information, and purpose. This combination works to immerse the learner in the learning transaction (Gee, 2003). Appropriate design encourages the learner to acquire or practice skills required by the learning objectives. In Learning by Doing, Aldrich (2005) provides a resource of game elements and activity types, from whack-a-mole to immersive simulations (see Table 1). Table 1 Immersiveness in a favorite or interesting atmosphere (SuperBowl, science fiction, graphic novel, film noir, 1973 Miami) Use of established game genres (game shows, athletic competitions, computer games, card games, and kids' games) Clicking as quickly as possible Gambling Exaggerations of responses to make play more fun Reliving the roles of heroes or role models Conflict Shopping Gratuitous, detailed, and entertaining graphics and sounds Creating order from chaos Choosing what your on-screen character looks like Mastering a simple cyclical skill (throwing a card into a hat, Pac-Man) Competition between learners, facilitated by maintaining lists of high scores Any use of graphics Accessible communities for competition, and/or sense of belonging Presenting a mystery or puzzle to solve Creating a huge and powerful force enabling you to not just defeat but humiliate and crush all of those who dare oppose you Making the player overly powerful or overly relevant in a resolution of a situation Simplified or abstract interfaces Using new technology Having access to privileged information Choosing between multiple skill levels to better align difficulty (Aldrich 2005) Finally, the brainstorming session should be guided by a set of rules, goals, and objectives. Clark Quinn's Engaging Learning provides a set of rules that can enhance a team's session (see Table 2). Table 2 Include all players—including programmers and graphic artists [author insertion] Do warm up or loosen-up activity (related to experience, trip, or character) Have your team members brainstorm on their own Allow time for ideas to incubate Allow several hours for team meetings Review ISD criteria Circulate your criteria for a solution Get individual contributions—no value judgments Look for connections between ideas Insist on wild ideas Juxtapose random ideas After all ideas are presented, select key ideas through evaluation process (Clark Quinn, 2005) ^^ Back to Top ^^ Managing Time, Cost, and Quality Sponsors are more likely to fund the development of game-based learning when assured that proper development management is applied. The project manager must sell the concept of project management to the team. The manager must recognize that timelines, metrics, and reuse of components are not part of a creative thinker's talents. Work to move team members from "individual" to "team." Expose the team to the objectives of the Capability Maturity Model (Carnegie Mellon University), where the goal is to build a team that documents tasks and processes, and builds rubrics for continuous process and product evaluation. Here are specific actions that can increase the team's timeliness, efficiency, and production quality: Develop a project plan Use a web-based team site Require logging of all activity hours Commit to reuse of code and graphics ^^ Back to Top ^^ Programming Efficiently Efficiencies can also be gained from good programming practices. The game development team can help eliminate frustration that comes with last minute sponsor changes by using easily editable XML for game text, organizing graphics in external libraries, and making use of a URL string in the HTML that embeds the SWF (to make commands for loading a movie, or stills). Frequent use of Adobe Flash Help and online tutorials and forums should expedite logjams. Online Flash programming sites provide useful information: www.kirupa.com www.senocular.com www.sephiroth.it Programmers should be encouraged to comment their code: Commenting code benefits present and future coders Place (non-OOP) code in the main timeline If code is placed inside "Buttons" or "MovieClips," make a comment in the main timeline. Place code in its own layer named "actions" This documentation regimen is key to maintaining sponsor support for Flash game development. ^^ Back to Top ^^ Evaluation and Review Sponsors like to see project management protocol and will support projects more readily if the project plan calls for evaluation and review. As educational game development can range from 50 to 1,000 development hours, sponsors are more inclined to support a project that has budgeted resources for a formal management-oriented evaluation. Instructional technology for distance education and classroom use may receive special evaluation attention for several reasons. One is that the investment of time and money may be significant (Knox 2002). An evaluation effort should consist of data from online surveys filled out by team members, sponsors, and learners who have tested the game during various development phases. Ongoing data collection is also possible by embedding data points within the game and tracking whether learning objectives have been achieved. A post-development review session should be held with the team to document what worked and what didn't. The findings should be published, distributed, and stored. Use them to improve the processes of future game-based learning projects. ^^ Back to Top ^^ References Aldrich, C. (2005). Learning by Doing. San Francisco: Pfeiffer. Gee, James Paul. (2003). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan. Knox, A.B. (2002). Evaluation for Continuing Education, A Comprehensive Guide to Success. San Francisco, CA: Jossey-Bass. Software Engineering Institute, Carnegie Mellon University. http://www.sei.cmu.edu/cmmi/ Quinn, Clark (2005). Engaging Learning. San Francisico: Pfeiffer. ^^ Back to Top ^^ Biographical Sketch Jon Aleckson established Madison Productions, Inc. in 1978 for motion picture and video projects. In 1992, he integrated new media production services for interactive CBT and Web-based eLearning projects. His passion for interactive learning led to the creation of Web Courseworks in 2000. This division of Madison Productions uses Flash game-based learning activities to achieve learning objectives for a variety of adult and child learners. Clients of Web Courseworks include Children's Hospital of Wisconsin, Credit Union National Association, Miller Brewing Company, GE Healthcare, University of Wisconsin Systems, and the US Army. While managing his twelve-person eMedia development company, Jon is seeking his PhD at the University of Wisconsin-Madison in Educational Leadership and Policy Analysis with a minor in (and special passion for) the study and deployment of learning technology. Jon Aleckson, CEO Madison Productions, Inc and Web Courseworks 6680 Odana Rd. Madison, WI 53719 Email: jonaleckson@webcourseworks.com Web site: http://www.webcourseworks.com Phone: 608-824-8900 Fax: 608-824-8908 ^^ Back to Top ^^